Abstract
Today's baccalaureate nursing students need to be prepared to care for patients in an ever-changing, high acuity environment. Many programs offer a capstone immersive clinical experience. However, the benefits of this experience have not been fully explored, and the effect on patient care is unknown.
The purpose of the study was to determine if there was a change in levels of Emotional Intelligence (EI) and empathy in senior students who completed a capstone immersive clinical experience in the final semester of a baccalaureate nursing program.
Sigma Membership
Xi Alpha
Lead Author Affiliation
Middle Tennessee State University, Murfreesboro, Tennessee, USA
Type
Dissertation
Format Type
Text-based Document
Study Design/Type
Quasi-Experimental Study, Other
Research Approach
Quantitative Research
Keywords:
Nursing Education, Immersive Clinical Experiences, Patient Care
Advisor
Lynne Bryant
Second Advisor
Amanda Flagg
Third Advisor
Dana Mills
Degree
PhD
Degree Grantor
Nova Southeastern University
Degree Year
2017
Recommended Citation
Finch, Michelle L., "Emotional intelligence and empathy of nursing students in an immersive capstone clinical course" (2023). Dissertations. 558.
https://www.sigmarepository.org/dissertations/558
Rights Holder
All rights reserved by the author(s) and/or publisher(s) listed in this item record unless relinquished in whole or part by a rights notation or a Creative Commons License present in this item record.
All permission requests should be directed accordingly and not to the Sigma Repository.
All submitting authors or publishers have affirmed that when using material in their work where they do not own copyright, they have obtained permission of the copyright holder prior to submission and the rights holder has been acknowledged as necessary.
Review Type
None: Degree-based Submission
Acquisition
Proxy-submission
Date of Issue
2023-01-31
Full Text of Presentation
wf_yes
Description
This dissertation has also been disseminated through the ProQuest Dissertations and Theses database. Dissertation/thesis number: 10258521; ProQuest document ID: 1885103551. The author still retains copyright.